Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments

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Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010, background): “…Corbett, & Wagner, 2006), and forming the basis for the construction of highly accurate automated detectors of student behavior (Baker, 2007; Baker et al, 2008), which captured the relevant constructs sufficiently well to be able to drive automated interventions which significantly improved…”
Practice Enables Successful Learning Under Minimal Guidance (2009, background): “It has been noted that students working with the tutors can become too dependent on the help they receive, and there has been extensive research on how to make these tutors more effective (e.g., Aleven, McLaren, Roll, & Koedinger, 2006; Baker et al., 2008; Heffernan, Koedinger, & Razzaq, 2008).”
Equity Beyond Bias in Language Technologies for Education (2019, background): “This may lead to short-term undesirable changes in students’ behavior or expression to “game” algorithmic systems ( cf. (Baker et al., 2008)).”
A Data Repository for the EDM Community: The PSLC DataShop (2010, methodology): “Since then, the gaming detector has been used within analyses of why students game [11], and precisely how gaming leads to poorer learning.”